EXPLORING A NEW PUZZLEIvy Tech, Online Learning and the Ideal Organization

Jeff PittmanVice President, Online EducationIvy Tech Community College

Kara MonroeAssociate Vice President for Online Academic ProgramsIvy Tech Community College

Chad KainzSolution Director, ConsultingBlackboard

Ivy Tech Community College

Founded in 1963.Singly accredited in 1995.

• In 2005, identified as Indiana’s statewide community college system of 14 geographic regions with regional administration and community-based boards.

• System administration and 14 state trustees.

• Educate approximately 200,000 students annually, making Ivy Tech the largest singly accredited community college in the US.

History of Online Education at Ivy Tech

1995: First Online Internet Course(noncredit) was offered at theEvansville Region.

1997: Terre Haute offered the firstNCA Accredited Online Programsin the US for two year colleges to223 students.

2007: Established a single statewidelearning management platform.

2010/11: Ivy Tech had 79,123 unduplicated online students and 14 regions offer courses.

Ivy Tech Programs

AccountingBusiness AdministrationComputer Information SystemsCriminal JusticeEarly Childhood EducationGeneral StudiesHuman ServicesInformation SecurityLibrary Technical AssistantParalegal StudiesManufacturing, Production & OperationsOffice Administration

Ivy Tech Internet Enrollment Trend1999 - 2011

1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Seat Count 2465 4357 3048 8852 8865 14988 19464 20972 25097 42451 66309 69046 72983

Unique Enrolled 1865 2790 2097 5562 5568 9058 11542 12263 14658 22901 34108 35881 37602

FTE 487 868 612 1777 1779 2999 3883 4112 4932 8175 12718 13215 13979

5,000

15,000

25,000

35,000

45,000

55,000

65,000

75,000

Fall Enrollment Terms

Dis

tan

ce

Ed

Stu

de

nts

Internet Enrollment as aPercent of College Enrollment

Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 20110%

5%

10%

15%

20%

25%

30%

35%

40%

FTE

Headcount

Distance Education Headcount Growth as a Percent of College Headcount

1. Reduce redundant offerings and leverage investments in online learning infrastructure

2. Expand into new markets and grow to 200k online enrollments by 2020 (Credit and CC)

3. Serve Indiana residents wherever they may be – whether in-state,out-of-state or abroad

Rationale for Change to a New Model

Become a premier provider of

Community College distance

education

Project Charter forBlackboard Strategic Consulting

1. Assess current organization and funding model for online learning

2. Develop desired organization model for online learning

3. Create financial forecast and analysis for desired online learning organization

4. Provide program phasing and implementation recommendations

8

1. Markets vs. RegionsShift thinking, take advantage of single accreditation, reach beyond historical boundaries, and address the needs of all students

2. Programs vs. CoursesIncent new enrollments, enable new learning pathways, tap expertise, and create online programs that span multiple markets and needs

3. Unify Online LearningConsolidate responsibility, create efficiency through scale, build capacity, optimize service delivery, improve instructor readiness, and build identity

Engagement Themes

9

Current Approach to Online Learning:Course-Centric and Regionally-Driven

Institutional Strategy

Financial Apparatus

Operational Capabilities

Online Offerings

Technology Services

Proposed Approach:Program-Centric and System-Driven

Institutional Strategy

Financial Apparatus

Operational Capabilities

Online Offerings

Technology Services

1. Create shared offerings that span Ivy Tech

2. Foster partnerships to take best advantage of Ivy Tech’s strengths across markets

3. Promote nimbleness by creating programs that can be offered across all of Ivy Tech

4. Strengthen ties among online students, regional campuses, markets and Ivy Tech

5. Excel in support of fully onlinelearners and faculty

Emergent Vision for Online Learning

To shift to a program-centric approach and act on the emergent vision, Ivy Tech needed a clear student model that addressed three types of students:

1. Geographically Distant Online Students

2. Geographically Proximate Online Students

3. Combination of Both Proximate & Distant

Student Model for Ivy Tech Online

The student model provided a nexus for articulating the online student experience:

• Create a sense of belonging within the online student

• Expand communication with and collaboration among online students

• Increase institutional responsiveness to the unique needs of online students

• Leverage the regional network to provide Indiana online students a sense of place

Connection promotes retention

Online Student Experience

14

Proposed Online Program Lifecyclefor Ivy Tech

Create

Business Development & Market Assessment

Online Program Design

Program Development

Online Course Design

Deliver

Delivery

Distribution

Marketing & Recruiting

Admissions & Enrollment

Support

Orientation

Student Services

Intervention

Other Support Services

Succeed

Program Completion

Graduation

Career & Placement Services

Alumni Development

Program Review

15

Proposed Online Program Lifecyclein stages and process flows

Create Deliver Support Succeed

16

Proposed Online Program Lifecyclein stages and process flows

Create Deliver Support Succeed

EXAMPLE

Deliver: Marketing, Recruiting & Admissions

17

ITO

Mar

kets

Sys

tem

/Cen

tral

Program Marketing

Lead Generation

Program Offering

Lead Conversion

Admissions Financial Aid

Advising

Registration

EnrollmentAdmissions Concierge

Enrollment

Program Offering

Testing (including PLA)

Testing (including PLA)

Financial Aid

Deliver: Marketing, Recruiting & AdmissionsRecommendations

In this area, recommendations focused on four points that included

• Recognizing needs of,

• Simplifying interactions with,

• Centralizing key processes for, and

• Adapting specific processes to

the online learners within the new online student model for Ivy Tech.

EXAMPLE

Deliver: Marketing, Recruiting & AdmissionsConcepts & Flow

ITO

Mar

kets

Sys

tem

/Cen

tral

Highly coordinated with regions and markets

Grow centralization to take advantage of scale, efficiency

Done by program, rather than region Coordinated

enrollment processes

Program Marketing

Lead Generation

Program Offering

Lead Conversion

Admissions Financial Aid

Advising

Registration

EnrollmentAdmissions Concierge

Enrollment

Program Offering

Testing (including PLA)

Testing (including PLA)

Financial Aid

Enrollment for geographically distant students

Common point of contact for online students

Enrollment for geographically proximate students

EXAMPLE

ITO

Mar

kets

Sys

tem

/Cen

tral

Program Marketing

Lead Generation

Program Offering

Lead Conversion

Admissions Financial Aid

Advising

Registration

EnrollmentAdmissions Concierge

Enrollment

Program Offering

Testing (including PLA)

Testing (including PLA)

Financial Aid

Deliver: Marketing, Recruiting & AdmissionsKey Implementation Factors

Key Implementation Factors largely focused on four areas:

• Capacity

• Consolidation

• Optimization

• Development

The design goal was to find a balance among centralized services and those that could best be served by local campuses that would be appropriate for Ivy Tech.

EXAMPLE

Proposed Online Program LifecycleRecommendation

Create

Business Development & Market Assessment

Online Program Design

Program Development

Online Course Design

Deliver

Delivery

Distribution

Marketing & Recruiting

Admissions & Enrollment

Support

Orientation

Student Services

Intervention

Other Support Services

Succeed

Program Completion

Graduation

Career & Placement Services

Alumni Development

Program Review

Renew

EXAMPLE

21

1. Markets vs. RegionsShift thinking, take advantage of single accreditation, reach beyond historical boundaries, and address the needs of all students

2. Programs vs. CoursesIncent new enrollments, enable new learning pathways, tap expertise, and create online programs that span multiple markets and needs

3. Unify Online LearningConsolidate responsibility, create efficiency through scale, build capacity, optimize service delivery, improve instructor readiness, and build identity

From Engagement Themes…

22

… to Action Plans

Markets vs. RegionsShift thinking, take advantage of single accreditation, reach beyond historical boundaries, and address the needs of all students

Focus on new markets, including Corporate College (non-credit market).

Develop a “Virtual Region” for Corporate College offerings and other market opportunities.

From Engagement Themesto Action Plans [1]

23

Programs vs. CoursesIncent new enrollments, enable new learning pathways, tap expertise, and create online programs that span multiple markets and needs

Conduct a market study to identify and develop new online programs

Refine existing statewide program and course development process that better utilizes Regional expertise, expedites development process, and maximizes efficiencies into a single point process

From Engagement Themesto Action Plans [2]

24

Unify Online LearningConsolidate responsibility, create efficiency through scale, build capacity, optimize service delivery,improve instructor readiness, and build identity

Update financial model which better aligns revenue with needed services

Develop single point scheduling to reduce redundant offerings and realize greater efficiencies

From Engagement Themesto Action Plans [3]

25

Original Financial Model

From Engagement Themesto Action Plans [3]

26

Originating Region Home Region ITO System

TuitionPer Cr. @ 80/20 split

Online FeePer Cr. @ 55/45 split

Creating Online

Programs

Delivering Online

Instruction

Supporting Online

Students

Achieving Success

Renewing Online

Programs

Growing Offerings

Generating Revenue

TuitionPer Cr.

Online FeePer Cr.

Recommended Approach

Unify Online LearningConsolidate responsibility, create efficiency through scale, build capacity, optimize service delivery,improve instructor readiness, and build identity

Develop standards of delivery through Regional Audit and Sloan Consortium’s Scorecard for Administering Online Education Programs

Incorporate the Smarter Measure Assessment Tool and an online orientation course

From Engagement Themesto Action Plans [3]

27

Unify Online LearningConsolidate responsibility, create efficiency through scale, build capacity, optimize service delivery, improve instructor readiness, and build identity

Develop an improved process for logistics and communications between origination and receive sites within College

Streamline communications pathways between students and faculty to improve engagement in courses

From Engagement Themesto Action Plans [3]

28

Unify Online LearningConsolidate responsibility, create efficiency through scale, build capacity, optimize service delivery, improve instructor readiness, and build identity

Matrix reporting structure between Regional staff and Ivy Tech Online.

Provide expanded training opportunities to faculty and require training after the initial certification for faculty to remain certified to teach online.

From Engagement Themesto Action Plans [3]

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Jeff PittmanVice President, Online EducationIvy Tech Community Collegejpittman@ivytech.edu

Kara MonroeAssociate Vice President for Online Academic EducationIvy Tech Community Collegekmonroe@ivytech.edu Twitter: kicki22

Chad KainzSolution Director, ConsultingBlackboardchad.kainz@blackboard.com Twitter: smaedli

EXPLORING A NEW PUZZLEIvy Tech, Online Learning and the Ideal Organization